SCAMSSCRESH: An Integrated SCAMPER–SSCS Learning Model for Enhancing Students’ Critical and Creative Thinking Skills
DOI:
https://doi.org/10.58524/oler.v6i3.1125Keywords:
Creative Thinking, Critical thinking, Learning model, SCAMSSCRESH, Science LearningAbstract
Critical and creative thinking are essential for science problem solving, yet unstructured brainstorming may lead students to cognitive fixation and reliance on familiar solutions. This study developed and evaluated SCAMSSCRESH, a learning model that integrates SCAMPER-based structured brainstorming into the Search, Solve, Create, and Share (SSCS) framework. Using an adapted Borg and Gall research and development approach, the study examined the model’s feasibility, practicality, and effectiveness in junior high school science learning. SCAMSSCRESH comprises four stages: Search-SCAMPER, Solve-SCAMPER, Create, and Share, supported by a social system, reaction principles, and instructional resources. Expert evaluation demonstrated high content validity across the model and its supporting materials, while field testing indicated that the model was sufficiently practical for classroom implementation. Comparative testing further showed that students learning through SCAMSSCRESH achieved substantially greater improvements in critical and creative thinking than those receiving conventional instruction, with particularly strong gains in critical thinking. These findings suggest that embedding structured SCAMPER prompts within SSCS can provide systematic cognitive scaffolding for generating, evaluating, and communicating alternative solutions. The study contributes an empirically validated problem-solving model that integrates divergent and convergent thinking processes to support higher-order thinking in science learning.
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